Bicycle Lab Conclusion

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Bicycle Lab Conclusion

State Standards:

GSE PS3 (7-8)-8 - Motion

Students demonstrate an understanding of motion by…
  • 8a measuring distance and time for a moving object and using those values as well as the relationship s=d/t to calculate speed and graphically represent the data.
  • 8b solving for any unknown in the expression s=d/t given values for the other two variables.
  • 8c differentiating among speed, velocity and acceleration

National Standards:

Context of Lesson:

This the the final lesson in the three day series called "Bicycle Lab". Students collected data the first day, and learned how to graph on a position vs time graph the second day. No students will have the opportunity to take the data from the first day and analyze it using a position vs time graph. This lesson builds off of the previous lesson in cognitive skills. First the students recall and identify key terms and concepts. Then the students collect data and observe motion. Finally students will apply what they know and analyze their data. This lesson will lead right into the final concepts of this unit. With the skills students obtain in this lesson, students will have a good foundation to build upon. We will be able to look at the graphs students prepared, and define what it means for the motion to not be uniform (acceleration). This lesson will wrap up speed and velocity and conclude the Bicycle lab. It is important to discuss an activity and it's implications so that it remains a memorable learning experience for the students.

Opportunities to Learn:

Depth of Knowledge

Webb level one
  • Conduct basic mathematical calculations
  • Represent in words or diagrams a scientific concept or relationship
Webb level two
  • Interpret information from a simple graph
  • Organized, represent and compare data
Webb level three
  • Interpret information from a complex graph
  • Explain thinking
  • From conclusions from experimental data

Prerequisite Knowledge

  • Speed
  • Velocity
  • Constant speed/ uniform motion
  • Plotting a position vs time graph

Plans for Differentiating Instruction

  • There are several ways on the Bicycle lab worksheet for students to express their understanding.
    • Compare and contrast
    • Plotting and analyzing a graph
    • Describing in words
    • Drawing a diagram
    • Uhttps://uriteacherknowledge.wikispaces.com/Bicycle+Lab+Conclusionsing formulas to calculate results

Accommodations and modifications

  • Students that are not capable of higher level thinking skills will have a modified Bicycle lab sheet. They will not have questions in which that are asked to analyze or make inferences. They will be given prompts to answer questions that may be difficult.
  • Students that require extra assistance will be given extra time.

Environmental factors

  • Opening will be whole class discussion.
  • Outline of lesson previously written on board
  • Desks will be aligned in rows.
  • Students will work individually on the assignment.

Materials

Objectives:

  • Students will Compare and Contrast speed and velocity
  • Students will Graph the motion of the bicycle lab on a position vs time graph
  • Students will analyze their graph
  • Students will apply these concepts to other contexts

Instruction:

Opening:

Warm up: Describe your role in the Bicycle lab and be sure to state its importance in the overall activity.
Segue:
  • Share and collect warm up answers.
  • Today we are going to revisit our Bicycle lab data and make conclusions based on our observations.
  • What will a graph of the motion of the bicycle tell us?
  • Discuss the lessons outline.

Engagement:

Activity one:
  • Teacher hands out the Bicycle lab worksheet and discusses it.
    • Complete sentences should be used
    • Units should be included
    • You can include a diagram to help you illustrate your points
  • Students work on this sheet individually.
  • Teacher walks around to assist students and keep them on task.

Closure:

  • Teacher wraps up class with five minutes remaining.
  • Teacher collects worksheets
  • "What did we think of the Bicycle lab?"
  • "Did it help you to better understand motion?"
  • "Was the motion on our graphs uniform?", "What does that mean?"
  • Next class we are going to learn about changing velocities.

Assessment:

  • Formative assessment of warm up question
  • Bicycle Lab worksheet, Graded
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